Impact Craters Unit Plan

Part 4

More Lessons from the Sky Satellite Educators Association http://SatEd.org

Please see the Acknowledgements section for historical contributions to the development of this lesson plan. This form of “Impact Craters Unit Plan – Part 4” was published in February 2013 in “More Lessons from the Sky,” a regular feature of the SEA Newsletter, and archived in the SEA Lesson Plan Library. Both the Newsletter and the Library are freely available on-line from the Satellite Educators Association (SEA) at this address: http://SatEd.org.

Content, Internet links, and support material available from the online Resources page revised and updated September 2019.

SEA Lesson Plan Library Improvement Program Did you use this lesson plan with students? If so, please share your experience to help us improve the lesson plan for future use. Just click the Feedback link at http://SatEd.org/library/about.htm and complete the short form on-line. Thank you.

Teaching Notes Impact Craters Part 4 (of 4)

Invitation Two boys, aged 9 and 13, stood in one’s front yard after riding bikes during the summer of 1991 when they heard a low-pitched whistle getting louder. Then they saw a rock zoom past them and land on the ground about 4 meters away making a hole about 5 centimeters deep. They looked around but could find no evidence that anyone had thrown the rock. When they picked up the rock it felt warm. What was it? Where did it come from? Why was it warm? How fast was it going to make such a hole in the ground? How did it form? How did it get there? Were the boys in danger? So many questions and no answers yet. What should happen next? What questions do you have about the event? How might these questions be investigated?

Grade Level: 5-8 Time Requirement: 6-8 class periods (all four parts) Prerequisites: Impact Craters – Parts 1-3 Relevant Disciplines: Science, Mathematics, Geography

Student Learning Outcomes (unit of four lessons) By the end of this unit, students should be able to do the following: • Work in cooperative research teams of 3 to 4 • Generate questions for scientific investigation • Plan and conduct a scientific investigation of a selected question • Collect, analyze, and interpret data about impact craters • Create an individual learning log or journal containing collected information, drawings of objects or landscapes studied, selected research questions, data gathered, analysis of all data, interpretations, and explanations, inferences, predictions about large impact craters on earth and the likelihood of another big impact • Design and present to the class a team report based on the team members’ individual learning logs

Lesson Description This lesson is the fourth in a unit plan called “Impact Craters.” It addresses grades 5-8 standards in Physical Science, Earth Science, mathematics, geography, scientific inquiry, language arts (writing and oral communication), and teamwork. Overall, six to eight sequential class periods are suggested although the series can be adapted by the teacher to fit the individual curriculum calendar. In this unit plan, learners are guided to inquire about impact craters visible in satellite images of the Earth.

What each part includes Each part of the lesson plan series for the unit includes Teaching Notes and Student Activity files. The Teaching Notes are generally the same for each part but vary with

More Lessons from the Sky, © Satellite Educators Association, Inc. Impact Craters-4 1 Teaching Notes particulars for the lessons described in that part. The Student Activity pages contain material for students for the lessons described in each part. A complete summary of all four parts can be found in the Teaching Notes for Part 1.

Part 4 “Crater Hunters” (Lesson 7 from Exploring Meteorite Mysteries), consists of two activities. In Activity A: “Where Are the Craters on Earth?” learners inspect images of craters on the Moon, Mars, Venus, and Meteor Crater in Arizona then map the locations of selected impact craters on Earth. A world map of impact sites is produced using ArcGIS Online, a free on-line geographic information system program from ESRI, or by hand-plotting the map on paper. Next, learners write a description of three impact Craters on Earth based on the collected data for each including the modeling data from the previous lesson. Then they view satellite-based images of the actual craters they just described and write new descriptions based on the new visual information. Activity B, “Crater Hunters,” involves each team planning an expedition to suspected impact crater site to discover additional information to help decide if the selected area really is an impact site. Teams present their expedition proposals to the class. The Teaching Notes include a lesson plan for each activity. The Student Activity pages include duplication masters for the impact crater data table, a world map, student procedure sheets, and response worksheets. Further guidelines for the team research and presentations, and class closure are found in Part 1 and Part 4.

Impact Craters Unit - Suggested Eight-Day Schedule Start Length Part Description On Day Introduction - presented by teacher 1 day 1 1 1 day Impact Craters Learning Center – student-centered. The learning center Day or 2 should be available throughout the entire unit for learners to visit individually 2-7 more and no more than 3 at a time. Modeling Impact Craters – student team-centered. Lesson 6 “Impact Craters” Day 1-2 3 from Exploring Meteorite Mysteries. Allow two days. If learners finish in less time, 2-5 days they can visit the learning center. Must precede Crater Hunters. Crater Hunters – student team-centered. Lesson 7 “Crater Hunters” from Day 1-2 Exploring Meteorite Mysteries. Two activities: mapping and expedition planning. 4 3-6 days Allow two days. If learners finish in less time, they can visit the learning center. Must follow Modeling Impact Craters. Independent research – student team-centered. Learners further explore their Day 1-2 1-4 selected question for investigation by completing 1 or 2 more of the lessons from 5-6 days Exploring Meteorite Mysteries. Preparation & Rehearsal for Team Presentation – Each team considers how Day 1 day 1 it will present their investigated questions and conclusions. They prepare their 7 report and rehearse. Team Presentations & Class Closure – After each team delivers its report to Day 1 day 1 the class, the teacher guides the class to complete the final column of the class 8 KWL chart – what did we Learn?

Important Terms Impact crater Longitude Latitude Weathering Erosion Deposition Volcanism Tectonic Terrain Geophysical Tektites Vaporize

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Assessment Suggestions (unit of four lessons) • Teamwork and participation in groups • Progress toward development of content, study habits, thinking skills • Adequate completion of at least three lessons in the unit between the Introduction and team report to the class • Quality, accuracy, completeness of activities from the learning center • Quality, accuracy, completeness of the individual learning log or journal • Quality, accuracy, completeness of the team’s presentation to the class

Next Generation Science Standards Addressed (unit of four lessons) The Next Generation Science Standards sets below are relevant to this unit. Each set includes a disciplinary core idea (DCI), science and engineering practice (SEP), crosscutting concept (CC), tied together by a performance expectation (PE).

Grade 5: Motion and Stability: Forces and Interactions – Types of Interactions PE- 5-PS2-1 – Support an argument that the gravitational force exerted by Earth on objects is directed down. DCI- 5-PS2.A – The gravitational force of Earth acting on an object near Earth's surface pulls that object toward the planet's center. SEP- Support an argument with evidence, data, or a model. CC- Cause and effect relationships are routinely6 identified and used to explain change.

Grades 6-8: Motion and Stability: Forces and Interactions – Types of Interactions PE- MS-PS2-1 – Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. DCI- MS-PS2.A – For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction. SEP- Apply scientific ideas or principles to design an object, tool, process, or system. CC- Models can be used to represent systems and their interactions—such as inputs, processes, and outputs—and energy and matter flows within systems.

Grades 6-8: Motion and Stability: Forces and Interactions – Types of Interactions PE- MS-PS2-4 – Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. DCI- MS-PS2.B – Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large masses. SEP- Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. CC- Models can be used to represent systems and their interactions—such as inputs, processes, and outputs—and energy and matter flows within systems.

Grades 6-8: Energy – Conservation of Energy and Energy Transfer PE- MS-PS3-5 – Construct, use, and present arguments to support the claim that

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when the kinetic energy of an object changes, energy is transferred to or from the object. DCI- MS-PS3.B – When kinetic energy of an object changes, there is inevitably some other change in energy at the same time. SEP- Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. CC- Energy may take different forms (e.g., energy in fields, thermal energy, energy of motion).

Grades 6-8: Earth's Place in the Universe PE- MS-ESS1-2 – Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. DCI- MS-ESS1.B – The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. SEP- Develop and use a model to describe phenomena. CC- Models can be used to represent systems and their interactions.

Grades 6-8: Earth's Systems PE- MS-ESS2-2 – Construct an explanation based on evidence for how geoscience processes have changed the Earth's surface at varying time and spatial scales. DCI- MS-ESS2.C – Water movements—both on land and underground—cause weathering and erosion, which change the land's surface features and create underground formations. SEP- Develop a model to describe unobservable mechanisms. CC- Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.

Grades 6-8: Earth and Human Activity PE- MS-ESS3-2– Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. DCI- MS-ESS3.B– Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces, can help forecast the locations and likelihoods of future events. SEP- Analyze and interpret data to determine similarities and differences in findings. CC- Graphs, charts, and images can be used to identify patterns in data.

Grades 6-8: Engineering Design PE- MS-ETS1-1– Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. DCI- MS-ETS1.A– The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge likely to limit possible solutions. SEP- Define a design problem that can be solved through the development of an object, tool, process, or system and includes multiple criteria and constraints,

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including knowledge that may limit possible solutions. CC- The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

Preparation (Part 4: “Crater Hunters”) Preparation for Activity A: “Where Are the Craters on Earth?” 1. Gather materials. 2. Review the slides in Craters.ppt. If needed, print the PowerPoint Notes Pages. They have information about each slide and some directions for use. 3. Review the tutorial Using ArcGIS Online. Try it yourself. 4. Duplicate for distribution the documents listed in Materials below.

Materials for Activity A  PowerPoint file Craters.ppt  A means to display the PowerPoint slides to the class or each learner group – usually a computer with monitor output to a projector or similar arrangement. The same setup can be used to project ArcGIS Online and its map as seen in the Further Analysis section of Using ArcGIS Online tutorial if each team does not have its own computer.  A printed copy of the Note Pages from the PowerPoint file with slide descriptions, directions for use, and source data  Student Procedure for Activity A and Activity B (one per learner or learner group)  Craters on Earth Data Chart (one per learner or learner group)  If using computers, an Internet-enabled computer for each learner group  If using computers, either the file Craters.csv pre-loaded on each computer or access to Microsoft Excel or similar spreadsheet program that can save a worksheet as a comma-delimited file (*.csv)  If using computers, Using ArcGIS Online tutorial for each learner or learner group  If NOT using computers, Crater Hunters Map (one per learner or learner group)  If NOT using computers, a variety of atlases and maps to help define the terrain of the three sites on Impact Crater Descriptions worksheet  Impact Crater Descriptions worksheet (one per learner)  Where Are the Craters on Earth answer sheet (one per learner)  If video projector connected to computer is not available: An overhead projection transparency of the black line master completed world map.

Procedure for Activity A 1. Show PowerPoint slides of Mercury, Venus, Moon, and Mars found in Craters.ppt. These can be projected for the entire class or loaded onto each learner group’s computer.

2. Discuss how these bodies are alike and how they are different, focusing on cratering.

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3. Ask, “Where are the craters on Earth?” Show the slides of Meteor Crater in Arizona.

4. Divide students into teams of up to 4 per computer terminal.

5. According to the materials list above, distribute the following: a. Student Procedure for Activity A and Activity B b. Craters on Earth Data Chart-GIS or Craters on Earth Data Chart c. Craters.csv, if needed d. Using ArcGIS Online tutorial or Crater Hunters Map e. Impact Crater Descriptions worksheet f. Where Are the Craters on Earth answer sheet

6. The original Craters on Earth Data Chart is sufficient for students who will plot the locations of impact craters by hand on a paper map. If using ArcGIS Online, however, more precise location data are needed. Craters.csv is a comma delimited file for use with ArcGIS Online. Location data in this file are at least three orders of magnitude more precise. If students are to make their own comma delimited files with spreadsheet software, use the data listed on Crater on Earth Data Chart-GIS.

7. Guide students through production of world map of impact craters. If using computers, Questions 1-2 on the Where Are the Craters on Earth answer sheet should be answered as learner teams come to them in the tutorial.

8. When the maps are finished, conduct a brief class discussion to review and insure each group is on target. Have learners inspect the terrain around Clearwater Lakes, Manicouagan, and Spider Crater impact sites (especially if using ArcGIS Online where they can zoom in on each impact site). A screenshot of the completed map in ArcGIS Online is included in Craters.ppt for you to project, or you make an overhead projection transparency of the blackline master included in these Teaching Notes. Provide atlases and topographic maps for those without computers.

9. Have learners complete the Location column and Description (based on info) column on the Impact Crater Descriptions worksheet. Again, briefly discuss to review and highlight well written descriptions. Invite students to clarify their descriptions, if desired.

10. Show the slides of the craters described on the worksheet and have learners complete the Further Analysis section of the ArcGIS Online tutorial or utilize atlases and maps to further define the terrain in the areas of the three sites. Be sure they answer Questions 3-7. This step provides additional information about each of these three impact crater sites using space-based imagery. This last section of the tutorial adds imagery and detailed aerial views not available in the PowerPoint slides. If the computer projecting the PowerPoint slides is Internet-enabled, it can also project ArcGIS Online. In so doing, all students can benefit from the visual details presented in the Further Analysis section.

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11. Ask learners how this new information might change their written descriptions of three sites on their worksheets. Ask them to revise their descriptions based on the new information and complete the last column on their Impact Crater Descriptions worksheet.

12. As a closure for Activity A, show the last PowerPoint slide of the Earth and share the information in the Note Pages. Then ask learners to answer Questions 8-11 on Where Are the Craters on Earth answer sheet. Briefly, review and discuss.

Preparation for Activity B: “Crater Hunters” 1. Gather materials. 2. Insure both you and the learners read the background materials. 3. Duplicate sufficient copies of Background Information for Crater Hunters.

Materials for Activity B  Impact Crater-4 Activity B: Background Information for Crater Hunters (one per learner or learner group)  Sufficient materials of the type needed for the research, proposal writing, and presentation by learner teams. The materials will be guided by the number of students in your class, grade level, and other special considerations of learner needs and your classroom situation.

Procedure for Activity B 1. Read and discuss with class, Activity B: Background Information for Crater Hunters.

2. Lead class in a brainstorming session to determine potential research sites around the globe where indications of impact craters might be found. If needed, review the slides in the PowerPoint file Craters.ppt, data from Activity A, and modeling data from Impact Craters Part 3.

3. Once essential characteristics of an impact site have been reviewed from the brainstorming results, assign each team a different map area to observe as it looks for any feature that might indicate the site of an impact. Allow students to be very creative in choosing the possible sites. Specific sites are not important. Students are likely to choose obviously round structures such as lakes in Canada, Hudson Bay, the Gulf of Mexico, the Aral Sea in Uzbekistan, Lake Okeechobee in Florida, and Lake Victoria in Africa.

4. Each learner group must plan geologic field investigations and laboratory tests that might be done to verify that their designated crater is or is not an impact site. Ask learners, “What would you look for at the site to help prove that you have found the remnants of an impact?” Possible answers might include the following: a. Look for meteorites b. Map the geologic formations looking for a basin shape, overturned rim layers, possible uplift in the central crater region, and/or multiple ring structures

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c. Look for minerals changed by impact shocks d. Look for melted rocks e. Test deposits associated with the debris from the crater, looking for elements that are much more abundant in meteorites (i.e. iridium)

5. Each team will prepare and present a short “proposal” asking for support money to conduct its research. Each will need to explain and justify the planned research. They should consider time, travel, personnel, laboratory expenses, and data gathering. The actual format of the report can be any suitable medium - a flipchart, a poster, a PowerPoint presentation or whatever method best suits your students and classroom situation.

ArcGIS Online (ArcGIS.com Map viewer) is provided by ESRI without charge with full use of the interactivity of map layers. Users can add data to maps, adjust the appearance of map symbols, measure area and distance, find location, and print maps. Saving and sharing maps requires login. Registering for an ESRI Global Account is fast and easy online. A major benefit for account holders is access to cloud storage and the ability to share maps with others. It is highly recommended that teachers establish their own ESRI accounts for ArcGIS Online.

A note about the brainstorming in Activity B. Brainstorming is an activity that promotes equal participation, student interactions, and effective communication. It can be teacher led with the results consistently visible to the entire class. It is often more effective when done in smaller cooperative learning groups where each member of the group has a defined role, then pool the results in a teacher led discussion. One of the more important characteristics of brainstorming is that all suggestions are valued without judgment and added to the overall list of potential solutions. Once all ideas have been listed, then all members of the group acting together make a logical and rational decision about which of the listed ideas is most likely to effectively solve the problem or answer the overarching question. For more information about brainstorming, the following web sites might be helpful:

_____. “Assessing Projects: Gauging Student Needs, Brainstorming.” Intel Teach Program. Retrieved September 15, 2019 from https://www.intel.com/content/dam/www/program/education/us/en/docum ents/assessing-projects/strategies/gauging-brainstorming.pdf

_____. “Kagan’s Articles.” Kagan Publishing & Professional Development. Retrieved September 15, 2019 from https://www.kaganonline.com/free_articles/

In preparation for the team reports, it is helpful to give students guidelines to follow in preparing their reports. The guidelines could be in the form of a copy of assessment rubrics the teacher will use to assess the presentations or a checklist. Sample assessment rubrics for teamwork, oral presentations, and PowerPoint presentations are included in the Teaching Notes for Part 1.

One way to insure each student listens respectfully to the team reports is to require each audience member to ask questions. Learners can note questions they have about the presentation in their learning logs or journals during each team report. Encourage students to ask reasonable questions after listening carefully to the presentation. The

8 Impact Craters-4 More Lessons from the Sky, © Satellite Educators Association, Inc. Teaching Notes questions could be seeking more information about a particular or clarification of a certain point. Give every learner ample opportunity to ask at least one question about at least one presentation.

These Teaching Notes pages are provided in portable document format (.pdf). Adobe Reader or a similar pdf reader is required to access the .pdf file. Adobe Reader can be downloaded free of charge from the Adobe web site listed in the Reference section. The Student Activity pages are provided in Microsoft Word document (.doc) format allowing the teacher to more easily adapt the student pages to the specific needs of the learners and the teacher’s unique classroom situation.

Your specific implementation of this lesson will depend on your own curriculum calendar, the subject discipline with which you associate the lesson series, the level and needs of your students, and your particular classroom situation.

Background (Crater Hunters) The complete background information about impact craters can be found in Teaching Notes Part 1. A more thorough treatment of impact craters and lesson planning involving impact craters can be found in NASA’s 1997 publication Exploring Meteorite Mysteries. This document is now in the public domain and can be freely copied and distributed. See the Reference Section for download sites. The following has been extracted from Lesson 7 of that document:

Impact craters are geologic structures formed when a meteorite, asteroid or comet smashes into a planet or other solid body. All the terrestrial planets and satellites have been bombarded throughout their history. To us the most obvious examples of these impacts are the craters on the Moon. If the Moon is visible, craters are visible. You can only see the very large craters or basins with the naked eye. Lunar craters were not described until after Galileo used one of the first telescopes to look at the Moon. Modern binoculars help to make the craters on the Moon very obvious.

On Earth, dynamic geology forces have erased most of the evidence of its impact history. Weathering, erosion, deposition, volcanism, and tectonic activity have left only a small number of impacts identifiable. Approximately 140 terrestrial impact craters have been identified. These impact craters range from about 1 to over 200 kilometers in diameter and from recent to about two billion years in age.

Acknowledgements (unit) This lesson plan series was inspired by an original lesson developed by Linda Green and distributed under the title “Meteorites” in Lessons from the Sky, a compilation of more than fifty lesson plans published by the Satellite Educators Association, copyright 1995, Amereon, Ltd. The original lesson was suggested for grades 3-5.

While inspired by Green’s original publication, this lesson sequence is designed for grades 5-8. It was taken largely from NASA’s Exploring Meteorite Mysteries developed for grades 5-12 in 1997 by a team led by Marilyn Lindstrom of NASA’s Johnson Space Center, and included Jaclyn Allen, Allan Treiman, Carl Allen, and Anita Dodson, then of Lockheed Martin Space and Engineering Co., and teachers Joanne Burch, Karen Crowell, Roy Luksch, Karen Stocco, Bobbie Swaby, and Kay Tobola. The document is

More Lessons from the Sky, © Satellite Educators Association, Inc. Impact Craters-4 9 Teaching Notes now in the public domain and can be freely copied and distributed. It contains many lesson ideas applicable in many subject areas and adaptable to almost all grade levels. The teacher is invited to download and examine Exploring Meteorite Mysteries to create other implementation scenarios.

The current form of this unit plan is adaptable to grades 9-12.

Special thanks to Dr. Paula Arvedson of the Charter College of Education at California State University, Los Angeles, for the extra time and research that went into developing the detailed guidelines for the Impact Craters Learning Center about the Russian Mystery. Thanks to the same institution for its offering of sample assessment rubrics.

This lesson update and this edition of Teaching Notes were developed by J.P. Arvedson for the Satellite Educators Association as part of More Lessons from the Sky published on-line each month in the Satellite Educators Association Newsletter. More information about the Satellite Educators Association, its annual Satellites & Education Conference for educators, international environmental research collaborative for students, and free access to its monthly online Newsletter can be found at http://SatEd.org.

All More Lessons from the Sky lesson plans are archived in the on-line SEA Lesson Plan Library available at http://SatEd.org. The web site features a description of the library contents, Next Generation Science Standards addressed, several search tools for finding lessons easily, separate resource files for lessons where needed, and the library’s Analysis Toolbox.

Please credit all contributors to the lesson when duplicating or otherwise using any portion of this lesson or its associated materials.

Resource Links (unit of four lessons) Note: All of these URLs were current and active as of this writing. If any are unreachable as printed, the use of online search engines such as DuckDuckGo, Ask, Google, or Bing, is suggested to find current links.

_____. “Adobe Reader.” Adobe. Adobe Systems Incorporated. Retrieved September 15, 2019 from https://get.adobe.com/reader/.

_____. ArcGIS. ESRI. Retrieved September 15, 2019 from http://www.arcgis.com/home/index.html. A free, on-line geographic information system to which you can add your data, such as impact crater locations, to a selection of basemaps

_____. Center for Meteorite Studies. Arizona State University. Retrieved September 15, 2019 from https://meteorites.asu.edu/.

_____. Exploring Meteorite Mysteries. A Teacher’s Guide with Activities for Earth and Space Science. National Aeronautics and Space Administration. Retrieved September 15, 2019 from https://er.jsc.nasa.gov/seh/Exploring_Meteorite_Mysteries.pdf Complete Teacher’s Guide and lesson plans in PDF.

_____. Exploring Meteorite Mysteries Slide Set with Script. National Aeronautics and

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Space Administration. Retrieved September 15, 2019 from https://er.jsc.nasa.gov/seh/meteorslides.pdf. Complete guide to the entire slide set for Exploring Meteorite Mysteries

_____. “Dawn, A Journey to the Beginning of the Solar System.” Jet Propulsion Laboratory, National Aeronautics and Space Administration. Retrieved September 15, 2019 from https://solarsystem.nasa.gov/missions/dawn/overview/ Other web sites with information about the Dawn mission include: https://www.nasa.gov/mission_pages/dawn/main/index.html and https://www.nasa.gov/mission_pages/dawn/ceresvesta/index.html

_____. Download Google Earth. Google Earth. Retrieved September 15, 2019 from http://www.google.com/earth/. Download site for Google Earth

_____. Earth Impact Database. Planetary and Space Science Centre, University of New Brunswick. Retrieved September 15, 2019 from https://www.unb.ca/fredericton/science/research/passc/E

_____. “Mud Splat Craters” lesson plan. Solar System Exploration, National Aeronautics and Space Administration. Retrieved September 15, 2019 from https://mars.jpl.nasa.gov/classroom/pdfs/MSIP-MarsActivities.pdf. Modeling craters lesson plan using thick mud; source of impact crater drawings

_____. Frequently Asked Questions. Center for Near Earth Object Studies, National Aeronautics and Space Administration. Retrieved September 15, 2019 from https://cneos.jpl.nasa.gov/faq/. Frequently Asked Questions about the NEO Program

_____. Lesson Titles/Resources for Lessons. SEA Lesson Plan Library, Satellite Educators Association, Inc. Retrieved September 15, 2019 from http://SatEd.org/library/Resources.htm

_____. “Rubric for PowerPoint Presentation.” Scholastic.com. Retrieved September 15, 2019 from http://teacher.scholastic.com/lessonplans/pdf/rubic.pdf.

_____. SEA Lesson Plan Library, Satellite Educators Association, Inc. Retrieved September 15, 2019 from http://SatEd.org.

_____. “Stardust, NASA’s Comet Sample Return Mission.” Jet Propulsion Laboratory, National Aeronautics and Space Administration. Retrieved September 15, 2019 from https://stardust.jpl.nasa.gov/overview/index.html. Gateway to Stardust mission educational materials, background, news archives

_____. United States Meteorite Impact Craters. Retrieved September 15, 2019 from https://www.impactcraters.us/home

National Research Council. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press, 2012. Retrieved September 15, 2019 from

More Lessons from the Sky, © Satellite Educators Association, Inc. Impact Craters-4 11 Teaching Notes

https://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education- practices-crosscutting-concepts

National Research Council. Next Generation Science Standards For States, By States. Washington, DC: The National Academies Press, 2013. Retrieved September 15, 2019 from https://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education- practices-crosscutting-concepts

Answers to Questions from Activity A: “Where Are the Craters on Earth?” 1. How many markers appear on the map? There should be 18 markers corresponding to the 18 impact sites listed in the Data Chart. This question is a quick check for accuracy in following the tutorial so far and should be checked by the teacher during Activity A.

2. Where is North America in the screen display? North America should be more or less centered vertically on the left side of the screen display. This question is a quick check for accuracy in following the tutorial so far.

3. What can you see in this image that you could not see in the other map? Students should report observing more ground detail of the impact crater sites referring to possible locations of the crater wall, rim, and rays of ejecta.

4. How does the size of the marker change as you zoom in? The marker size remains constant with respect to the size of the screen and relative to other markers when graduated by size. The marker size will not change with changes in map scale when zooming in or out.

5. Does the map marker appear to be in the correct location when viewed from a global view scale? No. The map marker is nearby but completely outside the obvious crater that formed Manicouagan Reservoir.

6. What can you do to insure the map marker is correctly placed when the map is viewed at the zoomed-in scale? (Hint: In your Craters on Earth Data chart, compare the listing of latitude and longitude for Clearwater Lakes to the listing of latitude and longitude for all other impact sites.) The latitudes and longitudes could be expressed more precisely with more decimal places or minutes and seconds rather than whole degrees only. That should place the map marker more accurately when the map is viewed at a zoomed-in scale.

7. How does this information change the way you would use the measurement tool to inspect impact crater sites on the map? Answers will vary. One must either estimate the actual center of the impact site from apparent geological features or more precisely express latitude and longitude in the Craters on Earth Data chart to begin with. In truth, there may be so much weathering and other degradation to the original impact crater that estimating more precise latitude and longitude will have to be accomplished by comparing trial and error results and with the existing topography.

8. Where are the craters on Earth? Answers will vary. Students will likely report locations listed in the Data Chart.

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9. What happened to the craters on Earth? Impact craters on Earth have been subjected to faulting and other crustal movements, volcanic eruptions, weathering and erosion from wind and water, and burial by soil and/or water.

10. What are some differences between Moon craters and Earth craters? Impact craters on Moon are visually obvious compared to those on Earth. The Moon has little atmosphere thus no major effects of weathering or erosion by wind or water. Volcanic action on Moon has, thus far, been minor compared to Earth. Evidence of many Moon impact craters has been buried by superposition of material from more recent impacts in the same areas.

11. Compare several Earth craters. How are they alike and different? Answers will vary depending on the craters selected. Look for consideration of terrain, geophysical effects, and geologic processes.

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CraterSome Impact Sites on Earth

14 Impact Craters-4 More Lessons from the Sky, © Satellite Educators Association, Inc. Student Activity Impact Craters-4 Crater Hunters

Introduction

On Earth, dynamic geologic forces have erased most of the evidence of its impact history. Weathering, erosion, deposition, volcanism, and tectonic activity have left only a small number of impacts identifiable. Approximately 140 terrestrial impact craters have been identified. These impact craters range from about 1 to over 200 kilometers in diameter and from recent to about two billion years in age.

Image source: http://www.lpi.usra.edu/publications/slides/craters/slide_10.html

Part 4 has two activities. In Activity A, “Where Are the Craters on Earth,” you will first look at other bodies in the solar system for evidence that the entire inner solar system has a history of impacts. Then, focusing on Earth, you will map the locations of a number of impact sites around the world. After describing the sites based on your collected data and map, you will compare your descriptions with aerial and satellite pictures of each crater.

In Activity B, “Crater Hunters,” you will use your documents from Activity A to

More Lessons from the Sky, © Satellite Educators Association, Inc. Impact Craters-4 15 Student Activity identify another possible impact crater site. Then working with your team, plan an expedition to that site to determine if it really is an impact crater or a physical feature of the Earth’s surface formed by other actions.

Preparation

To accomplish Activity A: “Where Are the craters on Earth?” you will need the following materials: (1) A copy of the Procedure (below) for Activity A and Activity B (2) The PowerPoint file Craters.ppt (3) The Craters on Earth Data Chart (4) Crater Hunters Map or Using ArcGIS Online tutorial with an Internet- enabled computer (5) Impact Crater Descriptions: Activity A worksheet (6) Activity A Where Are the Craters on Earth answer sheet.

For Activity B: “Crater Hunters” you will need these materials: (1) The Procedure (2) Background Information for Crater Hunters (3) materials for research and preparation of your team presentation as recommended by your teacher.

Procedure

Activity A: “Where Are the Craters on Earth?” Following your teacher’s instructions, accomplish these tasks in this order: 1. Gather your materials. 2. Review the images of impact craters on Mercury, Venus, Moon, and Mars. Discuss with your classmates and teacher how these bodies are alike and how they are different. Focus your attention on cratering. 3. Review the image of the Barringer Crater near Winslow, Arizona (“Meteor Crater”). Propose and discuss possible answers to the question, “Where are the craters on Earth?” 4. Plot the locations of selected impact craters on Earth. Use either ArcGIS Online, a free online geographic information system (GIS) program for making and printing maps, or use a blank world map available from your teacher. If using an Internet enabled computer, follow directions in Using ArcGIS Online tutorial. 5. As you work through the tutorial, be sure to answer Questions 1-2 on the answer sheet. 6. Based on the age, size, name, and terrain, write a description of Spider Crater, Manicouagan, and Clearwater Lakes impact sites using the Impact Crater Descriptions worksheet. When finished, you should have completed all but the right-hand column of the worksheet.

16 Impact Craters-4 More Lessons from the Sky, © Satellite Educators Association, Inc. Student Activity

7. Inspect the closer images of these three impact sites. Do this using both of the following tools: a. View and discuss slides of three impact sites in Craters.ppt PowerPoint file. b. Complete the Further Analysis section of the GIS tutorial. c. Answer Questions 3-7 on the answer sheet. 8. In the right-hand column of the worksheet, try writing revised descriptions of each of these impact craters based on the new information you discovered upon closer inspection with newer, satellite-based imagery. 9. Answer Questions 8-11 on your answer sheet. Use well-written, complete sentences that express complete thoughts.

Activity B: “Crater Hunters” Following your teacher’s instructions, accomplish these tasks in this order: 1. Gather your materials including those from Impact Craters Parts 1, 2, and 3 as well as from Part 4 Activity A. 2. Read Activity B: Background Information for Crater Hunters. 3. Following your teacher’s guidelines, discuss Background Information. Review observations made in Activity A. If needed, review the slides in the PowerPoint file Craters.ppt. You will be asked to brainstorm an example crater and possible investigation of its existence. 4. Your teacher will assign a map area to investigate. Look for any feature that might be the site of an impact. 5. Plan a geologic field investigation and laboratory tests that might be done to verify that the site you have selected is or is not a meteorite impact site. 6. Prepare and present a short “proposal” asking for support money to conduct your research. You will need to explain and justify the planned research. Consider time, travel, personnel, laboratory expenses, and data gathering. Try to answer the question, “What would you look for at the site to help prove that you have found the remnants of an impact?” 7. Your teacher will give you more guidelines for your presentation including a timeline and due date.

More Lessons from the Sky, © Satellite Educators Association, Inc. Impact Craters-4 17 Student Activity

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More Lessons from the Sky, © Satellite Educators Association, Inc. Impact Craters-4 19 Student Activity

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20 Impact Craters-4 More Lessons from the Sky, © Satellite Educators Association, Inc. Student Activity Using ArcGIS Online Activity A: Where Are the Craters on Earth?

Preparing Your Data

The information on the Data Chart must be saved in a comma-delimited file (.csv) before plotting your map using a geographic information system (GIS). The file can be made using a spreadsheet program such as Microsoft Excel.

 Ensure your computer has Microsoft Excel or similar spreadsheet program installed.

 Launch the spreadsheet program.

 When a blank spreadsheet is displayed. Click in cell A1 and type Crater Name. Press the Tab key to move to cell B1 and type Location. Similarly, type Latitude, Longitude, Diameter (km), and Age (yr) in cells C1 through F1, respectively.

 Referring to your Craters on Earth Data Chart, type the information for Meteor Crater in the appropriate columns in row 2. Be sure to separate the state or country name from the crater name. Type the state or country name in the Location column. Double check that you entered negative numbers for south latitudes and west longitudes.

 When you have finished entering all of the information from the data chart, delete all extra worksheets, if any, so there is just the one with your data.

 Now, you will save the file: ➢ Click File and Save as. ➢ Navigate to the location designated by your teacher for saving the file. ➢ In the Save As dialogue, use the drop-down arrow to change Save as type to CSV (comma delimited)(*.csv). ➢ Change the File name to Craters. ➢ Click Save.

 Close the file and exit the program.

More Lessons from the Sky, © Satellite Educators Association, Inc. Impact Craters-4 21 Student Activity

Plotting and Analyzing Your Map

This tutorial will guide you through the use of ArcGIS Online. The result will be a world map with each impact crater site listed in “Craters on Earth Data Chart” plotted and marked with a symbol indicating relative crater size. The map can be printed but not saved.

 Ensure your computer is Internet enabled.

 Launch your browser and go to http://www.arcgis.com/home/index.html.

 Click the Map link in the menu bar at the top of the page. You should now see a topographic map of the United States.

 Click the Modify Map link in the upper-right corner of the window. Notice the Add button appears on the left.

 Click the Add button and select Add Layer from File. You should now see the Add Layer from File dialogue in the center of the screen.

 Click Browse and navigate to the location of Craters.csv. Highlight the file name, click Open. Then click Import Layer.

You should see a world map with symbols marking the location of each impact crater on your list.

 Selecting and using pop-ups: Locate the marker for Meteor Crater in Arizona – it should be the western-most marker in the continental United States. Click the marker symbol. Notice a cyan (blue-green) square appears around the marker indicating the marker is selected. An information pop-up also appears. Inspect the Crater Name field in the pop- up to insure you have selected the marker for Meteor Crater. If not, click the X in the upper-right corner of the pop-up – that will close the pop-up and deselect the marker (turn off the cyan square around the marker). Repeat the process as necessary to find the correct marker.

1. How many markers appear on the map?

There should be 18. If not, you may need to backup and double check your data entry for the comma-delimited data file.

 Zooming & Panning: Try zooming-in and out using the scroll wheel on the mouse or the plus and minus signs on the view control bar. Return to the default view by clicking the Home button. Try panning to other parts of the world by clicking and holding on the map with the left mouse button and dragging the map. Finish by zooming-in and dragging so the continental Unites States nearly fills the screen.

Zoom-out to the farthest extent possible. In other words, zoom-out until you cannot zoom- out any more. The entire world should be visible in the display. Click the Home View

22 Impact Craters-4 More Lessons from the Sky, © Satellite Educators Association, Inc. Student Activity button. Then adjust the zoom so the entire world and all markers around the globe are visible.

2. Where is North America in the display?

It is probably in the center of the display. If not, review the zoom and pan guidelines above and try again. Now you will modify the marker symbol ("change style") to give it more meaning and make it easier to see.

 If the Contents panel is not visible on the left, click Details and then Content. Click the Change Style button to display the Change Style panel.

 In the Change Style panel: For  Choose an attribute to show, click the drop-down arrow to the right of the field and select Diameter (km). For  Select a drawing style, click the Options button.

 Click the checkbox for Classify Data. Using the drop-down and change-value arrows, set Classify Data to Using Natural Breaks With 6 classes.

 Use the change-value arrows to set Size to Min 15 and Max 50 px. Check Classify Data. Keep Natural Breaks. Change classes to 6.

 Click the Legend symbol on the right side of the Change Style panel.

More Lessons from the Sky, © Satellite Educators Association, Inc. Impact Craters-4 23 Student Activity

The Change Style panel changes to show legend symbols instead of classes. Notice the legend is also displayed in the lower left portion of the map window.

 In the Change Style panel, click the top symbol for >80 to 200. The Shape dialogue pops up. Scroll down to expose the red symbols and click the round marker in the red row. Change Symbol Size to 50. Click OK.

 Repeat the last step until all of the symbols have been changed to match the colors and sizes in this table:

Diameter Range Marker Color Marker Size > 80 to 200 Red 50 > 32 to 80 Purple 43 > 14 to 32 Gold 36 > 9 10 14 Green 29 > 3 to 9 Blue 22 0 to 3 Black 15

 At the bottom of the Change Style panel, click OK. Then click Done.

 In the Contents panel, notice the Craters layer is checked. What do you think will happen when you uncheck the layer name in the Contents list? Try it. When finished, insure the Craters layer name is checked.

 Roll the cursor over the Craters layer name in the Contents list and click the ellipsis for More Options. In the pop-up context menu, click Rename. In the Rename pop-up, replace the existing name with Impact Craters. Click OK.

 At any time, the legend can be displayed by clicking Legend button .

 Zoom-out as far as possible (until the zoom-out function stops). Then click the Home

button.

Stop here. Ask your teacher to approve your map. Then follow your teacher’s directions to obtain a printed copy of your map for each person in your team.

As you continue with your worksheets, you may use the zoom and pan tools and pop-up windows in ArcGIS Online to help you complete the center two columns of the Impact Crater Descriptions worksheet for Activity A.

Further Analysis

In the next step, you will view new information, provided by your teacher, about the craters you just described. Following the guidelines below, you can also use ArcGIS Online to see the same information in more detail. As you view this new information, think about the descriptions you just wrote and how you might change the descriptions based on the new information.

 Click Basemap at the top-left of the ArcGIS window. Select Imagery or Imagery with labels. Notice the map display changes.

3. What can you see in this image that you could not see in the other map?

 Pan to Clearwater Lakes in Canada and zoom in on one marker – zoom in as close as you can get.

4. How does the size of the marker symbol change as you zoom in?

 Zoom out until you can see enough terrain around the marker to detect impact crater characteristics such as a crater; crater rim, floor, and wall; ejecta blanket; and ray pattern.

An easy way to become more aware of ground distance in the map is to draw a measurement line with a length equal to half the listed crater diameter. The line can be drawn on the map repeatedly in several directions.

 Click the Measure button on the button bar. The Find area, length or location dialogue appears.

 Click the Distance button. Use the drop-down arrow on the right to change units to Kilometers.

 Click once on the marker symbol on the map and release. Slowly move the cursor away from the marker until the line length is about 11 km (that’s half of the 22 km diameter listed for one of the Clearwater Lakes craters). Double-click to stop drawing the line. Notice where the line ends. Repeat this step in a

different direction. (Note: The measurement lines are not permanent - each disappears when a new one is drawn. Noting where each line ends in several directions should help you get a better sense of actual crater size on the ground.) Click the X in the upper-right corner of the Find area, length, or location dialogue when finished.

What do you see in the terrain now that helps define the impact crater site?

Now, try the same technique with two other craters:

 Repeat the last three steps for Manicouagan and Spider Crater impact sites. Then write revised descriptions for each on your Impact Crater Descriptions worksheet.

ArcGIS has a built-in search tool for cities and many surface features.

 First, click the Home button to return to a global view.

 Find the Find address or place field in the upper-right of the ArcGIS window. Click in the field once and type Reservoir Manicouagan. Then click the magnifying glass icon on the right end of the field. The map zooms to Manicouagan Reservoir in Canada.

 It seems clear that Manicouagan Reservoir is the actual impact site, but notice the location of the map marker for this crater. Now, click the Home button to zoom-out to a global view.

5. Does the map marker appear to be in the correct location when viewed from a global view scale?

7. How does this information change the way you would use the measurement tool to inspect impact crater sites on the map?

Answer Questions 8-11 on your Where Are the Craters on Earth answer sheet.

 When finished, check with your teacher; then close your browser to exit ArcGIS Online.

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Answer Questions 1-4 as you work through the ArcGIS Online tutorial:

1. How many markers appear on the map?

2. Where is North America in the screen display?

3. What can you see in this image that you could not see in the other map?

4. How does the size of the marker change as you zoom in?

5. Does the map marker appear to be in the correct location when viewed from a global view scale?

7. How does this information change the way you would use the measurement tool to inspect impact crater sites on the map?

Answer Questions 8-11 after you complete the descriptions on the Impact Crater Descriptions worksheet for Activity A.

8. Where are the craters on Earth?

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9. What happened to the craters on Earth?

10. What are some differences between Moon craters and Earth craters?

11. Compare several Earth craters. How are they alike and different?

Impact Craters-4 Activity B: Background Information for Crater Hunters

Scientists perform extensive field and laboratory research before they are able to verify that a geologic feature is an meteorite impact site. Ideally the scientists are looking for round structures, however geologic forces may have distorted the crater shape through faulting or other movement associated with plate tectonics. Ice, water, and wind, weathering and erosion processes have caused great changes in craters. Some craters have been filled with water, or completely covered by soil or water, and have no surface evidence. They may initially be identified by remote testing of materials below the Earth’s surface (geophysical studies). Some of the clues that help scientists identify large impact sites are found in the physical condition of the structure. In addition to the crater’s round shape, they look for layers of rock that have been turned over at the edge of the crater. A large uplift or mountain at the center is also common in impact craters. Highly fractured rocks are usually found at impact sites but they could be interpreted as being associated with other non-impact geologic processes. However, scientists find shatter cones, which are highly shocked rocks with distinct structures, only at areas stressed by huge impacts. Investigations usually identify large amounts of excavated material deposited around and in the craters. This material is called ejecta and may form thick layers of breccia, a mixed broken rock material. To verify the location and origin of these deposits requires extensive research, including drilling. Sometimes a large volume of impact-melted rock is found in and around the craters. Some melted rock is frequently thrown far from the impact. These small glassy masses, which were aerodynamically shaped when they were molten, are called tektites. Very small ones are micro tektites. They are good indicators of large impacts. Another way to get important information about an impact is from chemistry. The impact-melted rock sometimes contains melted meteorites. By careful laboratory research, scientists can detect very small amounts of rare elements that are more abundant in meteorites. These chemical signatures are very important in meteorite research. To find a meteorite sample would be the best discovery! Unfortunately this does not happen frequently. Meteorites may completely vaporize during the impact process, or they may be removed by erosion. Early geologists misinterpreted some impact craters. Scientists reported Meteor Crater in Arizona as a volcanic crater. The Chicxulub site on the Yucatan peninsula was also wrongly reported. Early oil explorers misinterpreted extensive deposits around the Chicxulub area. Scientists now know that the material is ejecta from a huge impact and not of volcanic origin. Considering the geologically active crust that erases craters, and all the research necessary to verify the origin of impact craters, it is not surprising that only around 140 have been identified so far. But it is likely that more will be found.

Adapted from “Lesson 7 – Crater Hunters,” Exploring Meteorite Mysteries, NASA Publication NASA EG-1997-08-104-HQ